The current research project aimed to study the factors that contribute to Foreign Language Teachers’ Willingness to communicate in Second Language (FLT WTC). Drawing upon a comprehensive review of the literature and expert consultations, a theoretical model of FLT WTC was postulated, and a representative questionnaire was developed. The questionnaire underwent rigorous statistical analyses, including Exploratory Factor Analysis, Confirmatory Factor Analysis, and Structural Equation Modeling. A total of 1044 foreign language teachers participated in this stage of the study. Then, the validated FLT WTC questionnaire was administered in the Iranian context. This latter part of the project investigated the relationship between foreign language teachers’ age, gender, teaching experience, latest educational level, workplace, employment status, and teaching locality with their FLT WTC. A total of 137 Iranian EFL teachers took part in this stage of the study. The Multinomial Logistic Regression (MLR) analysis revealed that foreign language teachers’ age, workplace, and employment status could significantly impact Iranian EFL teachers’ L2 WTC. To triangulate the data, the researcher conducted some observations and semi-structured interviews. The ANOVA and post-hoc Scheffé test results for the class observations indicated that teachers’ workplace could significantly impact their FLT WTC. Moreover, the interview results signified that foreign language teachers’ age and L2 linguistic competence and students’ social class could meaningfully contribute to FLT WTC. This study has the potential to capture the attention of educators and educational institutions with regards to the factors that contribute to Foreign Language Teaching Willingness to Communicate (FLT WTC). Moreover, the validated questionnaire utilized in this study can serve as a valuable tool for measuring FLT WTC in future research endeavors.
